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K–12 Standards

Grade 3

Other Ohio English Language Arts sets

Reading LiteratureRL

  • 1

    Demonstrate understanding of a literary text (story, drama, or poem).RL.3.1

    1. a

      Ask questions to self-monitor comprehension.RL.3.1.a

    2. b

      Use text evidence to respond to questions. RL.3.1.b

  • 2

    Describe the development of a literary text. RL.3.2

    1. a

      Retell stories, including fables, folktales, and myths from diverse cultures.RL.3.2.a

    2. b

      Determine a theme and its meaning, describing how it develops using supporting details from the text. RL.3.2.b

  • 3

    Describe the characters in a literary text.RL.3.3

    1. a

      Identify the characters’ actions, feelings, and traits.RL.3.3.a

    2. b

      Describe the characters’ perspectives using details from the text.RL.3.3.b

    3. c

      Explain how their actions influence the sequence of events in the literary text.RL.3.3.c

  • 4

    Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL.3.4

  • 5

    Describe the major differences in the structural elements of stories, dramas, and poems, using terms such as chapters, scenes, and stanzas.RL.3.5

  • 6

    Distinguish between first- and third-person point of view using text evidence.RL.3.6

  • 7

    Explain how specific aspects of a text’s illustrations support or expand a literary text (e.g., emphasize aspects of a character or setting).RL.3.7

  • 8

    (Not applicable to literature)RL.3.8

  • 9

    Compare and/or contrast the themes, settings, and plots of literary texts by the same author or written about similar characters.RL.3.9

  • 10

    Read and comprehend grade-level literary text, with scaffolding as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons.RL.3.10

Reading InformationalRI

  • 1

    Demonstrate understanding of an informational text (e.g., historical, scientific, or technical texts).RI.3.1

    1. a

      Ask questions to self-monitor comprehension.RI.3.1.a

    2. b

      Use text evidence to respond to questions.RI.3.1.b

  • 2

    Describe the development of an informational text.RI.3.2

    1. a

      Determine the main idea of a text.RI.3.2.a

    2. b

      Identify key details and explain how they support the main idea.RI.3.2.b

  • 3

    Explain how the text structure contributes to the meaning of the text.RI.3.3

    1. a

      Describe how a series of historical events, the development of scientific concepts, and/or a series of steps support the meaning.  RI.3.3.a

    2. b

      Use language that pertains to time, sequence, or cause and effect when writing or discussing text structure.RI.3.3.b

  • 4

    Determine the meaning of general academic or domain-specific words and phrases in an informational text.RI.3.4

  • 5

    Use text features (such as headings, labels, charts, graphs, legends, key words, sidebars, and hyperlinks) to locate information.RI.3.5

    1. a

      Explain how text features support details in the text.RI.3.5.a

    2. b

      Interpret text features used in print and digital formats.RI.3.5.b

  • 6

    Identify perspectives in the text.RI.3.6

    1. a

      Identify the author’s perspective in the text.RI.3.6.a

    2. b

      Compare the author’s perspective with their own perspective.RI.3.6.b

    3. c

      Determine whether the author of a text would agree or disagree with a stated perspective.RI.3.6.c

  • 7

    Use information gained from nonfiction text features (e.g., table of contents, maps, illustrations, index, and glossary) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.7

  • 8

    Describe the connection between the points the author makes, and the evidence provided to support those points.RI.3.8

  • 9

    Compare and/or contrast the most important points and key details presented in two texts on the same topic.RI.3.9

  • 10

    Read and comprehend grade-level informational texts, with scaffolding and support as needed. Use prior knowledge and previous experiences to make text-to-self or text-to-text connections and comparisons.RI.3.10

Reading FoundationsRF

  • 4

    Read texts with sufficient fluency to support comprehension.RF.3.4

    1. a

      Orally read decodable, controlled texts containing previously taught patterns with accuracy, automaticity, and appropriate expression to gain meaning from text.RF.3.4.a

    2. b

      Orally read a variety of grade-level texts with accuracy (targeting 95% or better), automaticity, and appropriate expression to gain meaning from the text, targeting 112 words correct per minute (wcpm) by the end of third grade.RF.3.4.b

    3. c

      Self-monitor word recognition and understanding, rereading as necessary.RF.3.4.c

Decode words based on syllable type, aligned with scope and sequence of adopted HQIM, such as:RF.3.3.a

  • 1

    One-syllable words with diphthongs RF.3.3.a.1

  • 2

    Multisyllabic words with vowel teams (long vowel, short vowel, diphthong)RF.3.3.a.2

  • 3

    Consonant -le syllable typeRF.3.3.a.3

  • 4

    Multisyllabic words by division type: VC/CV, V/CV, VC/V, CV/VCRF.3.3.a.4

  • 5

    Multisyllabic words with schwa RF.3.3.a.5

Decode words based on morphological structure, aligned with scope and sequence of adopted HQIM, such as:RF.3.3.b

  • 1

    Common prefixes (e.g., undo)RF.3.3.b.1

  • 2

    Common inflectional suffixes (e.g., walking) RF.3.3.b.2

  • 3

    Common derivational suffixes (e.g., teacher) RF.3.3.b.3

  • 4

    Common Latin roots (e.g., eject)RF.3.3.b.4

Decode common high-frequency words with automaticity, aligned with the adopted HQIM, such as:RF.3.3.c

  • 1

    Phonetically regular wordsRF.3.3.c.1

  • 2

    Partially regular wordsRF.3.3.c.2

  • 3

    Irregular wordsRF.3.3.c.3

Writing Foundations WF

  • 1

    Write legibly in manuscript and/or cursive.WF.3.1

    1. a

      Write letters legibly to focus attention on composing ideas rather than forming letters.WF.3.1.a

    2. b

      Write legibly at a pace that supports sustained composition and notetaking across sentences and paragraphs.WF.3.1.b

    3. 2.a

      Encode words, aligned with scope and sequence of adopted HQIM, such as:WF.3.2.a

    4. 1

      Multisyllabic words using knowledge of syllable types, including open, closed, vowelconsonant -e, vowel teams (including diphthongs), vowelr, consonant -le, and schwaWF.3.2.a.1

    5. 2

      High-frequency words using predictable, decodable phoneme-grapheme correspondences, including those that contain only one irregularityWF.3.2.a.2

    6. 2b

      Encode words with patterns, aligned with scope and sequence of adopted HQIM, such as:WF.3.2.b

      1. 1

        Two- to three-consonant blends, including those containing digraphsWF.3.2.b.1

      2. 2

        Consonant digraphs, trigraphs, and silent letter combinationsWF.3.2.b.2

      3. 3

        Common prefixes (e.g., undo) WF.3.2.b.3

      4. 4

        Common inflectional suffixes (e.g., walking) WF.3.2.b.4

      5. 5

        Common derivational suffixes (e.g., teacher) WF.3.2.b.5

      6. 6

        Consonant doubling for suffix additionWF.3.2.b.6

      7. 7

        Drop the silent e for suffix additionWF.3.2.b.7

      8. 8

        Change y to i for suffix additionWF.3.2.b.8

  • 3

    Write complete sentences that demonstrate knowledge of conventions.WF.3.3

    1. a

      Include the parts of a complete sentence (subject and predicate). WF.3.3.a

    2. b

      Identify and correct sentence fragments and run-on sentences. WF.3.3.b

    3. c

      Use articles a, an, and the correctly.WF.3.3.c

    4. d

      Use simple abbreviations, including days of the week, months of the year, titles, units of metric and customary measurement, street names, and state names.WF.3.3.d

WritingW

  • 1

    Write opinion pieces that include:W.3.1

    1. a

      An introduction with a clear topic sentence; W.3.1.a

    2. b

      A stated opinion;W.3.1.b

    3. c

      Reasons that support a point of view with evidence or examples;W.3.1.c

    4. d

      A concluding statement or section;W.3.1.d

    5. e

      Organizational structure;W.3.1.e

    6. f

      Linking words and phrases;W.3.1.f

    7. g

      Relevant vocabulary;W.3.1.g

    8. h

      Complete sentences; andW.3.1.h

    9. i

      Grade-level phonics-based spelling.W.3.1.i

  • 2

    Write informative/explanatory pieces that include:W.3.2

    1. a

      An introduction with a clear topic sentence;W.3.2.a

    2. b

      Facts, definitions, and/or details to develop the topic;W.3.2.b

    3. c

      A concluding statement or section;W.3.2.c

    4. d

      Organizational structure;W.3.2.d

    5. e

      Linking words and phrases;W.3.2.e

    6. f

      Relevant vocabulary;W.3.2.f

    7. g

      Complete sentences; and W.3.2.g

    8. h

      Grade-level phonics-based spelling.W.3.2.h

  • 3

    Write narratives that develop real or imagined sequenced events including:W.3.3

    1. a

      An introduction;W.3.3.a

    2. b

      A situation with a narrator and/or characters;W.3.3.b

    3. c

      Dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events;W.3.3.c

    4. d

      A conclusion;W.3.3.d

    5. e

      Organizational structure;W.3.3.e

    6. f

      Temporal words and phrases;W.3.3.f

    7. g

      Descriptive details;W.3.3.g

    8. h

      Complete sentences; andW.3.3.h

    9. i

      Grade-level phonics-based spelling. W.3.3.i

  • 4

    With gradually fading adult support, produce writing, collaboratively and independently, in which the development and organization are appropriate to task, purpose, and audience.W.3.4

  • 5

    With gradually fading adult support, plan, revise, and edit writing to improve clarity, organization, and conventions (e.g., capitalization, punctuation, spelling), using feedback from adults or peers.W.3.5

  • 6

    With gradually fading adult support, use a variety of digital skills (e.g., keyboarding) and tools (e.g., multimedia platforms) to produce and publish writing.W.3.6

  • 7

    Engage in brief research projects, collaboratively and independently, by:W.3.7

    1. a

      Gathering information from a variety of sources on a topic;W.3.7.a

    2. b.

      Recording observations; andW.3.7.b

    3. c

      Composing short reports using gradelevel vocabulary and sentence structure.W.3.7.c

  • 8

    Recall information from personal experiences or gather information from sources to:W.3.8

    1. a

      Take brief notes;W.3.8.a

    2. b

      Sort evidence into focused categories; andW.3.8.b

    3. c

      Answer a specific question in writing.W.3.8.c

  • 9

    (Begins in Grade 4)W.3.9

  • 10

    Write routinely in a single session and/or over multiple sessions; engage in planning, drafting, editing, and revising for a range of discipline-specific tasks, purposes, and audiences.W.3.10

Speaking and ListeningSL

  • 1

    Participate in discussions about third grade topics and texts in pairs, small groups, or whole-class settings.SL.3.1

    1. a

      Come to discussions prepared (having read and/or studied materials). SL.3.1.a

    2. b

      Explicitly use the information known about the topic.SL.3.1.b

    3. c

      Follow agreed-upon rules for discussion, such as taking turns respectfully, listening carefully, and speaking one at a time about the topics and texts under discussion.SL.3.1.c

    4. d

      Make comments that link to the remarks of others.SL.3.1.d

    5. e

      Ask for clarification and further explanation as needed.SL.3.1.e

  • 2

    After a presentation (i.e., read-aloud, multimedia, oral), use speaking or writing to identify the main ideas and key details, including information shown in text features such as charts, diagrams, graphs, tables, or images.SL.3.2

  • 3

    Ask and/or answer questions about what a speaker says to request and provide elaboration and detail.SL.3.3

  • 4

    Tell a story, give a report, or recount an experience with appropriate facts and relevant, descriptive details, while speaking clearly at an understandable pace. SL.3.4

  • 5

    Create multimedia presentations of stories or poems; add visual displays when appropriate to emphasize the development of main ideas or themes.SL.3.5

  • 6

    Identify formal language versus informal language used in various speaking or listening situations or contexts.SL.3.6

LanguageL

  • 1

    Know and apply formal American English grammar, usage, and mechanics when writing or speaking. L.3.1

    1. a

      Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their function in particular sentences.L.3.1.a

    2. b.

      Form and use regular (duck → ducks) and irregular plural nouns (woman → women).L.3.1.b

    3. c

      Use abstract nouns (e.g., childhood).L.3.1.c

    4. d

      Form and use regular (play/playing/played) and irregular verbs (swim/swimming/swam).L.3.1.d

    5. e

      Form and use the simple verb tenses (e.g., I walked; I walk; I will walk).L.3.1.e

    6. f

      Ensure subject-verb and pronoun antecedent agreement.L.3.1.f

    7. g

      Form and use comparative and superlative adjectives and adverbs and choose between them depending on what is to be modified.L.3.1.g

    8. h

      Use coordinating (for, and, nor, but, or, yet, so) and subordinating (although, because, since, etc.) conjunctions.L.3.1.h

    9. i

      Produce simple, compound, and complex sentences.  L.3.1.i

  • 2

    Know and apply the conventions of formal American English capitalization, punctuation, and spelling when writing.L.3.2

    1. a

      Capitalize appropriate words in titles.L.3.2.a

    2. b

      Use commas in addresses.L.3.2.b

    3. c

      Use commas and quotation marks in dialogue.L.3.2.c

    4. d

      Form and use possessive nouns.L.3.2.d

    5. e

      Spell words accurately using gradelevel spelling patterns (phonics) and meaningful word parts (morphology), consulting print and/or digital resources as needed.L.3.2.e

  • 3

    Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.3

    1. a

      Choose words and phrases that convey specific ideas.L.3.3.a

    2. b.

      Identify the difference between the conventions of spoken and written formal American English. L.3.3.b

  • 4

    Use word analysis skills to break down and build grade-appropriate words to understand their meaning.L.3.4

    1. a

      Use context within and beyond a sentence to determine or clarify the meaning of unknown and multiplemeaning words and phrases. L.3.4.a

    2. b

      Determine the meaning of a new word when a known affix is added to a known word (e.g., agree/disagreeable).L.3.4.b

    3. c

      Apply knowledge of the changes in tense (-ed), number (-s), and degree (- er and -est) signified by inflected endings to determine the meaning of a word.L.3.4.c

    4. d

      Identify common Latin and Greek affixes and roots and use them to determine the meaning of unfamiliar words (e.g., bicycle, tricycle).L.3.4.d

  • 5

    Demonstrate understanding of word relationships and nuances in word meanings.L.3.5

    1. a

      Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.5.a

    2. b

      Distinguish shades of meaning among related words (e.g., big, large, huge, gigantic).L.3.5.b

  • 6

    Use grade-appropriate conversational, general academic, and domain-specific words and phrases acquired through conversations, reading, and read-alouds, including those that signal feelings and actions (e.g., He felt proud when he finished his difficult homework assignment).L.3.6

Frequently asked questions

What grade levels do these standards cover?
Grade 3
Where can I read the official document?
2026 Revised ELA Standards K-12

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